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Spoken Language in Persons with Down Syndrome: A Life-Span Perspective

Yıl 2009, , 138 - 163, 01.06.2009
https://doi.org/10.20489/intjecse.107983

Öz

The purpose of the present study is to review master and doctoral dissertations in the field of early childhood special education carried out in Turkey. Within the context of this study, 24 studies during early childhood were found in Turkey concerning children with developmental delays/disabilities, their parents and the services provided for them. The studies were analyzed in seven categories according to the subject covered. Nine studies in the category of teaching of skills, four studies in the category of preschool inclusion, three studies in the category of helping parents acquire skill of instructing their children, three studies in the category of comparing children with development delays with each others and peers with normal development, three studies in the category of examining mothers' emotional status, two studies in the category of services provided for children and one study in the category of describing a situation regarding children have been identified and reviewed.

Kaynakça

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Down sendromlu bireyler konusunda konuşma dili: Yaşam boyu bakış açısı

Yıl 2009, , 138 - 163, 01.06.2009
https://doi.org/10.20489/intjecse.107983

Öz

Bu araştırmanın amacı, Türkiye'de erken çocuklukta özel eğitim alanında yapılan yüksek lisans ve doktora tezlerini incelemektir. Bu çalışma kapsamında, gelişimsel geriliği olan çocuklar, aileleleri ve onlara sağlanan hizmetlerle ilgili erken çocukluk dönemine ait Türkiye'de gerçekleştirilmiş 24 çalışma bulunmuştur. Bu çalışmalar kapsamda yer alan konulara göre yedi ayrı kategoride analiz edilmiştir. Beceri öğretimi kategorisinde dokuz çalışma, okul öncesinde kaynaştırma kategorisinde dört çalışma, çocuklarının eğitimiyle ilgili becerilerin aileler tarafından kazanılmasına yardım kategorisinde üç çalışma, gelişimsel geriliği olan çocukları birbirleriyle ve normal gelişim gösteren akranlarıyla karşılaştırılması kategorisinde üç çalışma, annelerin duygusal durumlarını inceleme kategorisinde üç çalışma, çocuklara sağlanan hizmetler kategorisinde iki çalışma ve çocuklarla ilgili bir durumu açıklama kategorisinden bir çalışma belirlenmiş ve incelenmiştir.

Kaynakça

  • Abbeduto, L., & Keller-Bell, Y. (2003). Pragmatic development and communication training. In J.A. Rondal & S. Buckley (Ed.), Speech and language intervention in Down syndrome (pp. 98-115). London: Whurr.
  • Abbeduto, L., & Rosenberg, S. (1992). The communication competence of mildly retarded adults. Applied Psycholinguistics, 1, 405-426.
  • Abbeduto, L., Davies, B., Solesby, S., & Furman, L. (1991). Identifying the referents of spoken messages: Use of context and clarification request by children with and without mental retardation. American Journal of Mental Retardation, 95, 551-562.
  • Baddeley, A. (1980). Human memory. Hillsdale, New Jersey: Erlbaum.
  • Barrett, M., & Diniz, F. (1989). Lexical development in mentally handicapped children. In M. Beveridge, G. Conti-Ramsden, & I. Leudar (Eds.), Language and communication in mentally handicapped people (pp. 3-32). London: Chapman and Hall.
  • Benda, C. (1949). Mongolism and cretinism. New York: Grune & Startton.
  • Berry, P., Groenweg, G., Gibson, D., & Brown, R. (1984). Mental development of adults with Down‘s syndrome. American Journal of Mental Deficiency, 89, 252-256.
  • Bowler, D., Cufflin, J., & Kiernan, C. (1985). Dichotic listening of verbal and nonverbal material by Down‘s syndrome children and children of normal intelligence. Cortex, 21, 637-644.
  • Boysson-Bardies, B., de (1996). Comment la parole vient aux enfants. Paris: Jacob.
  • Bray, M., & Woolnough, L. (1988). The language of children with Down‘s syndrome aged 12 to 16 years. Child Language Teaching and Therapy, 4, 311-321.
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  • Rondal, J.A. (1975). Développement du langage et retard mental: Une revue critique de la littérature en langue anglaise. L’Année Psychologique, 75, 513-547.
  • Rondal, J.A. (1978). Maternal speech to normal and Down‘s syndrome children matched for mean length of utterance. In E. Meyers (Ed.), Quality of life in severely and profoundly mentally retarded people: Research foundations for improvement (pp.193-265). Washington, D.C.: American Association on Mental Deficiency, Monograph Series n°3.
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  • Rondal, J.A. (1985). Langage et communication chez les handicapés mentaux. Bruxelles: Mardaga.
  • Rondal, J.A. (1995). Exceptional language development in Down syndrome. New York: Cambridge University Press.
  • Rondal, J.A. (2001). Lo sviluppo del linguaggio nella trisomia 21. Ciclo Evolutivo e Disabilità, 4 (2), 195-205.
  • Rondal, J.A. (2003a). Atypical language development in individual with mental retardation: Theoretical implications. In L. Abbeduto (Ed.), Language and communication in mental retardation. International Review of Research in Mental Retardation (Vol. 27, pp. 281-308). New York: Academic Press.
  • Rondal, J.A. (2003b). Bilingual and multilingual issues. In J.A. Rondal & S. Buckley (Eds.), Speech and language intervention in Down syndrome (pp. 195-205). London: Whurr.
  • Rondal, J.A. (2006). Expliquer l’acquisition du langage. Caveats et perspectives. Hayen (Sprimont, Belgique) : Mardaga.
  • Rondal, J.A. (2009). Psycholinguistique du handicap mental. Marseille: Solal.
  • Rondal, J.A., & Comblain, A. (1996). Language in adults with Down syndrome. Down syndrome Research and Practice, 4, 3-14.
  • Rondal, J.A., & Comblain, A. (2002). Language in ageing persons with Down syndrome. Down Syndrome Research and Practice, 8(1), 1-19.
  • Rondal, J.A., & Docquier, L. (2006). Maternal speech to down syndrome children. An update. Journal of Speech and Language and Applied Behavior Analysis, 1(2), 218-227.
  • Rondal, J.A., & Edwards, S. (1997). Language in mental retardation. London: Whurr.
  • Rondal, J.A., Elbouz, M., Ylieff, M., & Docquier, L. (2003). Françoise, a fifteen-year follow up. Down Syndrome Research and Practice, 8 (3), 89-99.
  • Rondal, J.A., & Lambert, J.L. (1983). The speech of mentally retarded adults in a dyadic communication situation: Some formal and informative aspects. Psychologica Belgica, 23, 49-56.
  • Rondal, J.A., Lambert, J.L., & Sohier, C. (1980). L‘imitation verbale et non verbale chez l‘enfant retardé mental mongolien et non mongolien. Enfance, 3, 107-122.
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  • Rondal, J.A., & Quiros Ramirez, A. (2007). Théorie de l‘esprit et langage: convergence entre les syndromes autistique, X-fragile, et d‘Asperger. Glossa, 101, 10-14.
  • Rondal, J.A., Thibaut, J.P., & Cession, A. (1990). Transitivity effects on children‘s sentence comprehension. European Bulletin of Cognitive Psychology, 10, 385-400.
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  • Smith, B., & Stoel-Gammon, C. (1983). A longitudinal study of the development of stop consonant production in normal and Down‘s syndrome children. Journal of Speech and Hearing Disorders, 48, 114-118.
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  • Tager-Flusberg, H. (1986). Constraints on the representation of word meaning: Evidence from autistic and mentally retarded children. In S. Kuczaj and M. Barrett (Eds.), The Development of word meaning (pp. 69-81). New York: Springer.
  • Thordadottir, E., Chapman, R., & Wagner, L. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics, 23 (2), 163-183.
  • Tristao, R., & Feitosa, M. (2002). Use of visual habituation paradigm to investigate perception in Down syndrome infants. Proceedings of the International Society for Psychophysics, 18, 552-557.
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  • Van Buggenhout, G., Lukusa, T., Trommelen, J., De Bal, C., Hamel, B., & Fryns, J.-P. (2001). Une étude pluridisciplinaire du syndrome de Down dans une population résidentielle d‘arriérés mentaux d‘âge avancé: Implications pour le suivi médical. Journal de la Trisomie 21, 1 (2), 7-13.
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Toplam 130 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Jean A. Rondal Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2009
Yayımlandığı Sayı Yıl 2009

Kaynak Göster

APA Rondal, J. A. (2009). Spoken Language in Persons with Down Syndrome: A Life-Span Perspective. International Journal of Early Childhood Special Education, 1(2), 138-163. https://doi.org/10.20489/intjecse.107983